Articles
DOI DOI: 10.62441/actainnovations.v63i.1280

THE IMPACT OF THE EXAMPLE–NON EXAMPLE INSTRUCTIONAL MODEL ON ELEMENTARY STUDENTS’ ENGLISH READING COMPREHENSION

Indah Sari1, Endang Fatmawati2, Herman Herman3, Magdalena Ngongo4, Isry Laila Syathroh5, Billy Martasandy 6, Nanda Saputra 7
  1. 1 Technical Engineering, Faculty of Science and Technology, Universitas Pembangunan Panca Budi, Indonesia.
  2. 2 Program Study of Information and Public Relations, Universitas Diponegoro, Indonesia.
  3. 3 Department of English Education, Universitas HKBP Nommensen Pematangsiantar, Indonesia.
  4. 4 Department of English Education, Universitas Kristen Artha Wacana, Indonesia.
  5. 5 Master of English Education Study Program, IKIP Siliwangi, Indonesia.
  6. 6 Asosiasi Dosen Kolaborasi Lintas Perguruan Tinggi, Indonesia.
  7. 7 Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli, Indonesia.

Abstract

This study aimed to investigate the impact of the Example–Non Example instructional model on elementary students’ English reading comprehension achievement. The research employed a pre-experimental one-group pre-test–post-test design involving 20 fifth-grade students at a public elementary school in Pematangsiantar, Indonesia. Data were collected using a multiple-choice reading comprehension test that had been previously validated and tested for reliability. Statistical analyses were conducted using SPSS version 24, including validity, reliability, normality, paired-samples t-test, and N-gain effectiveness analysis. The results demonstrated a substantial improvement in students’ reading comprehension performance following the instructional intervention. The mean pre-test score increased from 47.25 to a post-test mean of 84.75. The proportion of students achieving the minimum mastery criterion rose from 20% in the pre-test to 90% in the post-test. The paired-samples t-test indicated a statistically significant difference between pre-test and post-test scores (t = 9.578, p < .05), confirming the positive effect of the instructional model. Additionally, the N-gain score of 0.73 indicated a moderate-to-high level of instructional effectiveness. These findings suggest that the Example–Non Example instructional model is an effective visual-based and student-centered approach for enhancing English reading comprehension among elementary learners. The study recommends the integration of structured visual instructional models into primary English classrooms to support students’ comprehension development and engagement in reading activities.

How to Cite

Sari, I., Fatmawati, E., Herman, H., Ngongo, M., Syathroh, I. L., Martasandy , B., & Saputra , N. (2026). THE IMPACT OF THE EXAMPLE–NON EXAMPLE INSTRUCTIONAL MODEL ON ELEMENTARY STUDENTS’ ENGLISH READING COMPREHENSION. ACTA INNOVATIONS, 63, 1032–1043. https://doi.org/10.62441/actainnovations.v63i.1280
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